Knowledge, Pride and Future!
AMERICAN SAMOA’S
COMPREHENSIVE CAREER GUIDANCE AND COUNSELING PROGRAM NINTH GRADE CURRICULUM
the very center of many educational initiatives. Activities that counselors do with students are designed to enable students to achieve success by preparing them for secondary and post-secondary opportunities, meaningful employment, and active citizenship.
The American Samoa Department of Education’s Comprehensive Guidance and Counseling Program has expanded and adopted the National School Counselors Association’s (ASCA) standards and competencies to ensure all areas are provided for our students. Any education initiative takes time to implement and requires patience from everyone involved as the process unfolds. As a counselor, you will discover that program changes affect your role, responsibilities, and schedule. Change can be stressful, but the truth is that a
Comprehensive Career Guidance and Counseling Program fully implemented will actually make your job even more rewarding and exciting. The short term and long term results will support student achievement and success.
As a school counselor, you are in a unique position to help students take advantage of all that education has to offer. You are at the center of the effort to reorganize learning around career clusters that will prepare students to graduate ready to participate in an increasingly competitive global economy.
The curriculum provided here is a tool you can use to help students create an education plan based on their individual interests, talents, and career goals. Each lesson is designed to help students develop directions for their lives and to understand the world of work opportunities waiting for them as well as what those opportunities will require from them.
You have the opportunity to help every student prepare for a lifetime of success. Our students need and deserve the support of every school counselor to ensure that all students reach his or her highest potential in school, at work, and in life. This curriculum is designed to assist counselors in providing content relating to academic, personal/social and career development.
I know that all school leaders should support their guidance and counseling programs as well as publish yearly Support Personnel Accountability Report Cards to update everyone of their schools progress. I thank everyone who supports theses efforts for they are what are needed to ensure the success of future generations.
Liza Maria Tuato’o
Counseling & Guidance Program Director
“LET US PUT OUR MINDS TOGETHER AND SEE WHAT LIFE WE CAN MAKE FOR OUR CHILDREN.” Sitting Bull, Lakota Indian - 1877
Program. . . 1
Introduction to Content Standards and Student Competencies. . . 2
Crosswalk for Ninth Grade Curriculum Standards and Competencies .. . . 8
Lesson 1: New School Year Orientation. . . 15
Lesson 2: Why Rules?. . . 18
Lesson 3: Managing School Means Managing Time!. . . 23
Lesson 4: Goals Make a Difference!. . . 32
Lesson 5: Your Future! Your Goals!. . . 35
Lesson 6: What You Need to Know and Review!. . . 40
Lesson 7: Improving How You Study!. . . 45
Lesson 8: How Do You Learn?. . . 52
Lesson 9: Esprit de Corps: Getting Involved!. . . 62
Lesson 10: Improving Who You Are: Portfolio Development. . . 65
Lesson 11: Learning the Report Card and Procedures for Accuracy. . . 83
Lesson 12: Community Resources.. . . 86
Lesson 13: Friends and Other Creatures!.. . . 88
Lesson 14: Why School is Important!. . . 91
Lesson 15: Academic Progress and Achievement. . . 95
Lesson 16: Decisions and Goals. . . 97
Lesson 17: Interest Inventory. . . 105
Lesson 18: Career Research. . . 106
Lesson 19: Programs of Study. . . 111
Lesson 20: Test Taking Skills. . . 114
Lesson 21: Anger Management. . . 116
Lesson 22: Solving Problems! Learning Skills. . . 118
Lesson 23: Writing for School and Work Improvement. . . 126
Lesson 24: Staying on Target: Transcript and GPA. . . 136
Lesson 25: Researching Opportunities. . . 141
Lesson 26: Your Job Description and Responsibilities. . . 144
Lesson 27: Safe Dating/Healthy Relationships. . . 146
Lesson 28: Safety and Survival Skills. . . 156
Lesson 29: Respecting Self and Others. . . 159
Lesson 30: Serving Your Community. . . 161
Lesson 31: People Skills. . . 168
Lesson 32: Behavior Types and Differences. . . 175
Lesson 33: Decisions and Choices.. . . 183
Lesson 34: Building a Beginning Resume. . . 191
Lesson 35: Peer Mentoring and Career Awareness. . . 195
Lesson 36: Personal Finance and Responsibilities. . . 198
Lesson 37: Self-Evaluation and Goal Setting. . . 203
Lesson 38: Evaluating the Guidance Curriculum Experience. . . 206
Purpose and Introduction:
The purpose of the American Samoa Plan for Comprehensive Career Guidance and Counseling is to focus and revitalize school counseling programs in American Samoa’s schools to be more responsive to the challenges facing our children, youth, families and communities today and in the future. The continued emphasis is on reaching ALL children with a school counseling program that is based on a defined framework emphasizing standards, student competencies, connecting activities and processes. This program is to be delivered by a well-trained and certified school counselors with campus teams of teachers using appropriate materials and resources. The program must incorporate a team approach, academic, personal/social and career competency development, deficiency remediation and systemic implementation. Further, the program must be continuously improved through quality evaluation, addressing the changing needs of all students and the individual school. Our role is to prepare our youth with knowledge, power and a route to a future of their choice.
Curriculum:
This curriculum was developed to assist counselors in providing a reasoning behind what is taught in the core curriculum and the skills necessary for school and work place success. The major skill areas covered here include the following:
• Self-Knowledge
• Skills for School Success
• Skills for Academic Development • Work Ethic Skills
• Life Skills
• Skills for Career Planning
Each lesson will show an “identifier” to be used by counselors to document lessons taught in specific areas including Stop Bullying and special needs support in the areas of academic, career development and/or personal/social lessons. Begin many of your group and/or class presentations with some icebreakers or team building activities as even those are teaching great lessons. Some samples are included in Appendix 1 of this document and others may be found online. One site to find ones that appeal to you and that would work in your school with your students would be http://wilderdom.com/teambuilding/.
With national research showing how having such a program improves the academic
achievement, standardized test scores, grade level successes, school attendance records and graduation rates, it is important that Counselors ensure that all students receive the
necessary training and information.
It is expected that there will be local issues and required instructional groups and sessions conducted throughout the year and this curriculum therefore does not cover every standard and competency. The local, campus specific lessons will supplement those areas.
In efforts to ensure improvement, the Guidance and Counseling Department will continue to provide materials, resources and leadership support to all counselors in meeting the needs of students in American Samoa. Please ALWAYS use additional forms and requirements as provided by the Guidance Office Staff and Director as those requirements supplement this curriculum and meet all of your duties and requirements.
It is important for your own information and improvements, but also a requirement of the department for you to obtain an evaluation of all programs and group or classroom sessions you conduct. Always use an evaluation with all programs and participants!
Content Standards and Student Competencies
The Guidance and Counseling content standards and student competencies for American Samoa’s Department of Education are based on the National American School Counseling Association’s (ASCA) Standards adopted by the American Samoa Guidance and Counseling Program as of 2011. These cover areas in academic, career and personal/social development as listed below. Basically, these will enhance the students’ abilities to learn. Beginning in the ninth grade, students will implement strategies and participate in activities to support and maximize these abilities.
About ASCA: The American School Counselor Association (ASCA) is a worldwide nonprofit organization based in Alexandria, Va. Founded in 1952, ASCA supports school counselors’ efforts to help students focus on academic, personal/social and career
development so they not only achieve success in school but are prepared to lead fulfilling lives as responsible members of society. With a motto of “One Vision, One Voice,” the association provides professional development, publications and other resources, research and advocacy to professional school counselors around the globe. For more information on ASCA, or to order “The ASCA National Model: A Framework for School Counseling Programs,” visit www.schoolcounselor.org, or call (703) 683-ASCA (2722).
ASCA STANDARDS: Legend: A:A-1.1 = Academic Domain, Standard A, Competency 1 and Indicator 1
Academic Development
ASCA National Standards for academic development guide school counseling programs to implement strategies and activities to support and maximize each student’s ability to learn.
Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
A:A1 Improve Academic Self-concept
A:A1.1 Articulate feelings of competence and confidence as learners A:A1.2 Display a positive interest in learning
A:A1.3 Take pride in work and achievement
A:A1.4 Accept mistakes as essential to the learning process
A:A2 Acquire Skills for Improving Learning
A:A2.1 Apply time-management and task-management skills
A:A2.2 Demonstrate how effort and persistence positively affect learning A:A2.3 Use communications skills to know when and how to ask for help when
needed
A:A2.4 Apply knowledge and learning styles to positively influence school performance
A:A3 Achieve School Success
A:A3.1 Take responsibility for their actions
A:A3.2 Demonstrate the ability to work independently, as well as the ability to work cooperatively with other students
A:A3.3 Develop a broad range of interests and abilities
A:A3.4 Demonstrate dependability, productivity and initiative A:A3.5 Share knowledge
Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college.
A:B1 Improve Learning
A:B1.1 Demonstrate the motivation to achieve individual potential A:B1.2 Learn and apply critical-thinking skills
A:B1.3 Apply the study skills necessary for academic success at each level A:B1.4 Seek information and support from faculty, staff, family and peers A:B1.5 Organize and apply academic information from a variety of sources A:B1.6 Use knowledge of learning styles to positively influence school
performance
A:B1.7 Become a self-directed and independent learner A:B2Plan to Achieve Goals
A:B2.1 Establish challenging academic goals in elementary, middle/ jr. high and high school
A:B2.2 Use assessment results in educational planning
A:B2.3 Develop and implement annual plan of study to maximize academic ability and achievement
A:B2.4 Apply knowledge of aptitudes and interests to goal setting
A:B2.5 Use problem-solving and decision-making skills to assess progress toward educational goals
A:B2.6 Understand the relationship between classroom performance and success in school
A:B2.7 Identify post-secondary options consistent with interests, achievement, aptitude and abilities
Standard C: Students will understand the relationship of academics to the world of work and to life at home and in the community.
A:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life
A:C1.2 Seek co-curricular and community experiences to enhance the school experience
A:C1.3 Understand the relationship between learning and work
A:C1.4 Demonstrate an understanding of the value of lifelong learning as essential to seeking, obtaining and maintaining life goals
A:C1.5 Understand that school success is the preparation to make the transition from student to community member
A:C1.6 Understand how school success and academic achievement enhance future career and vocational opportunities
Career Development
ASCA National Standards for career development guide school counseling programs to provide the foundation for the acquisition of skills, attitudes and knowledge that enable students to make a successful transition from school to the world of work, and from job to job across the life span.
Standard A: Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions.
C:A1Develop Career Awareness
C:A1.1 Develop skills to locate, evaluate and interpret career information C:A1.2 Learn about the variety of traditional and nontraditional occupations C:A1.3 Develop an awareness of personal abilities, skills, interests and
motivations
C:A1.4 Learn how to interact and work cooperatively in teams C:A1.5 Learn to make decisions
C:A1.6 Learn how to set goals
C:A1.7 Understand the importance of planning
C:A1.8 Pursue and develop competency in areas of interest C:A1.9 Develop hobbies and vocational interests
C:A1.10 Balance between work and leisure time C:A2 Develop Employment Readiness
C:A2.1 Acquire employability skills such as working on a team, problem-solving and organizational skills
C:A2.2 Apply job readiness skills to seek employment opportunities C:A2.3 Demonstrate knowledge about the changing workplace
C:A2.4 Learn about the rights and responsibilities of employers and employees C:A2.5 Learn to respect individual uniqueness in the workplace
C:A2.6 Learn how to write a résumé
C:A2.7 Develop a positive attitude toward work and learning
C:A2.8 Understand the importance of responsibility, dependability, punctuality, integrity and effort in the workplace
Standard B: Students will employ strategies to achieve future career goals with success and satisfaction.
C:B1 Acquire Career Information
C:B1.1 Apply decision-making skills to career planning, course selection and career transition
C:B1.2 Identify personal skills, interests and abilities and relate them to current career choice
C:B1.3 Demonstrate knowledge of the career-planning process
C:B1.4 Know the various ways in which occupations can be classified C:B1.5 Use research and information resources to obtain career information C:B1.6 Learn to use the Internet to access career-planning information
C:B1.7 Describe traditional and nontraditional career choices and how they relate to career choice
C:B1.8 Understand how changing economic and societal needs influence employment trends and future training
C:B2 Identify Career Goals
C:B2.1 Demonstrate awareness of the education and training needed to achieve career goals
C:B2.2 Assess and modify their educational plan to support career
C:B2.3 Use employability and job readiness skills in internship, mentoring, shadowing and/or other work experience
C:B2.4 Select course work that is related to career interests C:B2.5 Maintain a career-planning portfolio
Standard C: Students will understand the relationship between personal qualities, education, training and the world of work.
C:C1 Acquire Knowledge to Achieve Career Goals
C:C1.1 Understand the relationship between educational achievement and career success
C:C1.2 Explain how work can help to achieve personal success and satisfaction C:C1.3 Identify personal preferences and interests influencing career choice and
success
C:C1.4 Understand that the changing workplace requires lifelong learning and acquiring new skills
C:C1.5 Describe the effect of work on lifestyle
C:C1.6 Understand the importance of equity and access in career choice C:C1.7 Understand that work is an important and satisfying means of personal
expression
C:C2 Apply Skills to Achieve Career Goals
C:C2.1 Demonstrate how interests, abilities and achievement relate to achieving personal, social, educational and career goals
C:C2.2 Learn how to use conflict management skills with peers and adults C:C2.3 Learn to work cooperatively with others as a team member
C:C2.4 Apply academic and employment readiness skills in work-based learning situations such as internships, shadowing and/or mentoring experiences Personal/Social Development
ASCA National Standards for personal/social development guide school counseling programs to provide the foundation for personal and social growth as students progress through school and into adulthood.
Standard A: Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
PS:A1 Acquire Self-knowledge
PS:A1.1 Develop positive attitudes toward self as a unique and worthy person PS:A1.2 Identify values, attitudes and beliefs
PS:A1.3 Learn the goal-setting process
PS:A1.4 Understand change is a part of growth PS:A1.5 Identify and express feelings
PS:A1.6 Distinguish between appropriate and inappropriate behavior PS:A1.7 Recognize personal boundaries, rights and privacy needs PS:A1.8 Understand the need for self-control and how to practice it PS:A1.9 Demonstrate cooperative behavior in groups
PS:A1.10 Identify personal strengths and assets
PS:A1.11 Identify and discuss changing personal and social roles PS:A1.12 Identify and recognize changing family roles
PS:A2 Acquire Interpersonal Skills
PS:A2.1 Recognize that everyone has rights and responsibilities PS:A2.2 Respect alternative points of view
PS:A2.3 Recognize, accept, respect and appreciate individual differences PS:A2.4 Recognize, accept and appreciate ethnic and cultural diversity PS:A2.5 Recognize and respect differences in various family configurations PS:A2.6 Use effective communications skills
PS:A2.7 Know that communication involves speaking, listening and nonverbal behavior
PS:A2.8 Learn how to make and keep friends
Standard B: Students will make decisions, set goals and take necessary action to achieve goals.
PS:B1 Self-knowledge Application
PS:B1.1 Use a decision-making and problem-solving model PS:B1.2 Understand consequences of decisions and choices PS:B1.3 Identify alternative solutions to a problem
PS:B1.4 Develop effective coping skills for dealing with problems
PS:B1.5 Demonstrate when, where and how to seek help for solving problems and making decisions
PS:B1.6 Know how to apply conflict resolution skills
PS:B1.7 Demonstrate a respect and appreciation for individual and cultural differences
PS:B1.8 Know when peer pressure is influencing a decision PS:B1.9 Identify long- and short-term goals
PS:B1.10 Identify alternative ways of achieving goals
PS:B1.11 Use persistence and perseverance in acquiring knowledge and skills PS:B1.12 Develop an action plan to set and achieve realistic goals
Standard C: Students will understand safety and survival skills. PS:C1 Acquire Personal Safety Skills
PS:C1.1 Demonstrate knowledge of personal information (i.e., telephone number, home address, emergency contact)
PS:C1.2 Learn about the relationship between rules, laws, safety and the protection of rights of the individual
PS:C1.3 Learn about the differences between appropriate and inappropriate physical contact
PS:C1.4 Demonstrate the ability to set boundaries, rights and personal privacy PS:C1.5 Differentiate between situations requiring peer support and situations
requiring adult professional help
PS:C1.6 Identify resource people in the school and community, and know how to seek their help
PS:C1.7 Apply effective problem-solving and decision-making skills to make safe and healthy choices
PS:C1.8 Learn about the emotional and physical dangers of substance use and abuse
PS:C1.9 Learn how to cope with peer pressure
PS:C1.10 Learn techniques for managing stress and conflict PS:C1.11 Learn coping skills for managing life events
American Samoa Crosswalk for Ninth Grade Curriculum Standards and
Competencies
Beginning in the ninth grade, students will implement strategies and participate in activities to support and maximize their ability to learn. Individual, long-term career/educational plans will develop their preparedness for the work place or post secondary education. Strategies for exploring and planning for future occupations will be introduced with the knowledge of expected social, emotional and physical changes young adolescent’s experience. Decision making steps and application are integrated into lessons and discussion topics as students examine potential long and short term consequences of decisions and their impact on all aspects of health (e.g., mental, emotional, physical). The lessons are developed to include delivery through a wide range of media, technology tools and community/work-based learning experiences.
Academics (Legend: A.S.9.1 = Academic, Standard, Ninth Grade, Indicator 1) A.C.9.1.01 = Academic Competency, Ninth Grade, etc.
Academic development. The content standards for academic development guide the school counseling program to implement strategies and activities in order to support and enable students to improve academically, maximize learning through commitment, produce high quality work, and be prepared for all possible options and opportunities after high school. The academic development area includes the acquisition of skills in decision making, problem solving and goal setting, critical thinking, logical reasoning, and interpersonal communication and the application of these skills to academic achievement. The school counseling program enables all students to achieve success in school and to develop into contributing members of society.
Grade 9 Academics
Standard:1 Contributing to Effective Learning (A.S.9.1)
(A.S.9-1) Students will acquire attitudes, knowledge, and skills that contribute to effective learning in school and across the life-span. Competencies Students will
A.C.9.1.01 identify attitudes and behaviors that lead to successful learning, personal development, and working cooperatively with others in the school programs.
A.C.9.1.02 display a positive interest in learning.
A.C.9.1.03 review and build upon educational skills necessary to progress toward life-long learning goals. A.C.9.1.04 identify sources for extra help available to students needing academic support.
A.C.9.1.05 analyze the most recent test results to identify strengths and challenges.
A.C.9.1.06 make annual revisions as appropriate to their academic improvement plan based on their most recent classroom work, high school grades, standardized test scores, teacher comments, and life experiences.
A.C.9.1.07 utilize management skills to control anxiety and increase productivity and school success. A.C.9.1.08 develop a variety of strategies to improve learning.
A.C.9.1.09 take responsibility for their actions.
Standard:2 Academic Rigor and Post-secondary Options (A.S.9.2)
(A.S.9.2) Students will complete school with the academic rigor and preparation essential to choose from a wide range of substantial post-secondary options, including college.
Competencies Students will
A.C.9.2.01 learn and apply study skills necessary for academic success at each level. A.C.9.2.02 establish challenging academic goals in high school.
A.C.9.2.03 revise their Individual Student Educational Career Plans as appropriate to reflect changes in interests, career and post-secondary plans, standardized test scores, report card grades, and life experiences.
A.C.9.2.04 describe how to find and apply for merit-based financial aid. A.C.9.2.05 describe how to find and apply for need-based financial aid.
A.C.9.2.06 complete a graduation checklist to assess course needed for graduation requirements. A.C.9.2.07 Learn, practice and utilize test taking strategies to improve assessment results
A.C.9.2.08 Learn about and describe course offerings in which post-secondary credit can be earned while in high school. Standard: 3 Understanding the World of Work, Home, and Community (A.S.9.3)
(A.S.9.3) Students will understand the relationship of academics to the world of work and to life at home and in the community. Competencies Students will
A.C.9.3.01 understand how school and academic success/achievement enhance future career opportunities.
A.C.9.3.02 understand that school success is the preparation to make the transition from school to community member.
A.C.9.3.03 discuss annually the current relationship between their flexible career plans, post-secondary education goals, five-year high school course plans, report card grades, standardized test scores, and academic improvement plans, and revise each as appropriate.
A.C.9.3.04 review high school plan, grade level checklists, and demonstrates knowledge of grade level culminating projects including shadowing and career opportunities activities.
A.C.9.3.05 develop goals which reflect a connection between academic performance and career goals
Career development. The content standards for career development guide the school counseling program to provide the foundation for the acquisition of skills, attitudes and knowledge enabling students to make a successful transition from school to the world of work and from job to job across the life career span.
Grade 9 Career
Standard:4 Exploration and Planning (C.S.9.4)
(C.S.9.4) Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Competencies Students will
C.C.9.4.01 learn how to make decisions.
C.C.9.4.02 develop an awareness of personal abilities, skills, interests, and motivations. C.C.9.4.03 develop skills to locate, evaluate, and interpret career information.
C.C.9.4.04 utilize opportunities to prepare for the world of work such as job shadowing, interning, apprenticeships, clubs and volunteering. C.C.9.4.05 learn how to write a resume.
C.C.9.4.06 learn about the variety of traditional and nontraditional occupations. C.C.9.4.07 understand the continuing changes in male/female roles.
C.C.9.4.08 articulate – verbally and in writing – future plans. C.C.9.4.09 develop competency in area of interest
(C.S.9.5) Students will employ strategies to achieve future career goals and know where and how to obtain information about the world of work and post-secondary training/education.
Competencies Students will
C.C.9.5.01 maintain a career planning portfolio.
C.C.9.5.02 understand the relationship between educational achievement and career planning. C.C.9.5.03 develop skills to locate, evaluate and interpret career information.
Standard:6 Employment Readiness Skills (C.S.9.6)
(C.S.9.6) Students will understand the relationship between personal qualities, education, training and the world of work. Competencies Students will
C.C.9.6.01 Discuss job and school success skills
C.C.9.6.02 understand the need for positive attitudes toward work and learning. C.C.9.6.03 develop skills to prepare to seek, obtain, maintain and change jobs.
C.C.9.6.04 identify and refine the job-seeking skills needed to apply for volunteer or part-time jobs in the community. C.C.9.6.05 identify situations which would compromise ethical habits in school or work situations.
C.C.9.6.06 analyze workforce readiness in terms of self-management skills.
Personal/social development. The content standards for personal/social development guide the school counseling program to provide the foundation for personal and social growth as students progress through school and into adulthood. The personal/social development content standards are:
Grade 9 Personal/Social Development
(PS.S.9.7) Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others. Competencies Students will
PS.C.9.7.01 learn how to make and keep friends.
PS.C.9.7.02 explore cultural identities and world views within the community.
PS.C.9.7.03 describe the unique rights and responsibilities students have as young adults.
PS.C.9.7.04 recognize increased roles and responsibilities of the individual student within the family, school, and local community. PS.C.9.7.05 develop skills to maintain a positive self-image.
PS.C.9.7.06 identify activities the individual student might participate in to become a contributing member of a school community. PS.C.9.7.07 learn how to communicate effectively.
PS.C.9.7.08 use effective communication skills.
PS.C.9.7.09 understand the influence of a positive self-concept. PS.C.9.7.10 develop skills to interact positively with others. Standard:8 Decision-Making (PS.S.9.8)
(PS.S.9.8) Students will make decisions, set goals, and take necessary action to achieve goals. Competencies Students will
PS.C.9.8.01 demonstrate when, where, and how to seek help for solving problems and making decisions. PS.C.9.8.02 use a decision-making and a problem-solving model.
PS.C.9.8.03 develop an action plan to set and achieve realistic goals.
Standard:9 Personal Safety Skills (PS.S.9.9)
(PS.S.9.9) Students will understand safety and survival skills and apply coping strategies. Competencies Students will
PS.C.9.9.01 identify and utilize resources available that address personal safety issues.
PS.C.9.9.02 identify at-risk behaviors that challenge young adults and set healthy goals in those areas.
PS.C.9.9.03 identify stressors common to young adults and describe appropriate stress management techniques.
PS.C.9.9.04 identify appropriate resources available to young adults to help them address stressors and conflicts common to young adults (e.g. parents, crisis hotlines, school counselors).
GRADE 9 LESSON 1: New School Year Orientation Time required: 30-45 minutes
Content Standards:
PS.S.9.7 Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others
A.S.9.3 Students will understand the relationship of academics to the world of work and to life at home and in the community.
PS.S.9.9. Students will understand safety and survival skills and apply coping strategies. Competencies: The students will:
PS.C.9.7.03 Describe the unique rights and responsibilities students have as young
adults
PS.C.9.9.05 Identify and apply positive relationship practices and safe dating practices
A.C.9.3.01 Understand how school and academic success/achievement enhance future career opportunities.
A.C.9.3.02 Understand that school success is the preparation to make the transition from school to community member.
GOAL: Students will increase their awareness of the school traditions, routines, rules and expectations.
Activity Statement:
Students will discuss some of the school traditions, routines and rules. Materials:
Your high school is different in some ways from other high schools and you will need to show and tell (demonstrate) those differences as well as why they exist. Things that are typically unique could include: the bell schedule, map of the building, school rules, supply lists, names of staff, etc.
Resources: 9 Grade PowerPointth
Procedures:
1. Hold school assembly or other group orientation to educate students about school schedule, policies, traditions, expectations, school activities, support services, and other important aspects of being a new student in a new school.
2. Use this session as a community building exercise so that students become acquainted with being the school, where to seek information and prepare them to offer assistance to each other.
3. Following school orientation, hold first advisory meeting. Give students Counseling and Guidance Flyer and go over your tasks and way you can help them. ACTIVITY: Pass out and have students complete the list of “Student Needs” in terms of what classroom presentations you could make as well as what Group Sessions they need/want.
4. Use Upper Class Students to provide the information in some areas. For example, have an upper classmate on the football team to discuss the schedule for sports and costs for and obtaining tickets.
5. Play “Do You Know Your Neighbor?” (Or use one of the other ice breakers/team building exercises provided earlier) or do “round robin’ having students introduce themselves and give one fact they know that may help another student.
Key issues to cover during this session may include: a. Ice Breakers
b. Student Handbook/Planner c. School Rules
d. School Personnel and their Roles Discussion: Discussion Points:
1. Suggest that students make at least two copies of their schedule so that if they lose one they will have an extra copy.
2. Give students the important school phone numbers (e.g. the main office, counseling office, attendance office, etc.)
3. Identify key people and places including their school counselor, school nurse and principals.
4. Have upper class students talk to students about clubs or sports with some encouragements to participate. Then, discuss the relationship between involvement in school and future successes. (i.e., team building skills, doing more than just making grades, etc.)
5. Have senior mentor available to answers key questions. a. Does anyone have any questions?
b. How are you finding your way around our school?
c. What is the one fear or concern you have about being a freshman? Closing Statement:
The first few weeks of high school can be overwhelming. Remind your students that knowledge is power, and that by learning the procedures and traditions of their school, they will be off to a good start. They may also take more pride in their school. Be patient with those students who may need you to repeat some of the information you have shared today. Offer positive suggestions and encouragement.
Extension Activity: Take a walking tour of the campus.
Evaluation: Use the session/group evaluation for this lesson to be completed by students or develop one of your own. All summaries of evaluations should be a part of your reporting for the Guidance and Counseling Department and a way for you to improve.
STUDENT WORKSHEET - “TOP FIVE”
Please check your top five interests or concerns.
G How to stand up for myself. G How to get people to listen to me. G How to handle pressure from my peers. G How to get a fair deal from my parents. G How to ask for what I need from parents/teachers.
G How to not let other kids bully me. G How to handle people who call me names. G How to explore decision-making.
G How to get along with brothers/sisters. G How to get along with parents.
G How to get along with teachers. G How to make friends easier.
G How to keep a good friendship going.
G How to be sensitive to others people's moods and feelings. G How to solve problems more easily.
G How to deal with gossip. G How to make my own decisions. G How to know when I have a problem.
G How to choose the best solution to a problem for me. G How to accept myself.
G How to accept compliments and helpful criticism. G How to study better and understand how I learn. G How to know what is worth changing about myself. G How to recognize my feelings.
G How to deal with my feelings being hurt. G How to handle fear.
G How to handle feeling guilty. G How to handle anger. G How to handle frustration. G How to handle love.
G How to understand how I see myself. G How to understand how I see others.
G How to understand what is really important in my life. G How to deal with people who feel differently than I do. G How to understand that some things do not seem fair. G How to not have so many things bother me.
GRADE 9 LESSON 2: WHY RULES? Time Required: 30-45 minutes
Content Standards:
A.S.9.1 Students will acquire attitudes, knowledge, and skills that contribute to effective learning in school and across the life-span.
PS..S.9.7 Students will acquire the knowledge, attitudes and interpersonal skills to help them understand and respect self and others.
Competencies: Students Will…
A.C.9.1.01 Identify attitudes and behaviors that lead to successful learning, personal development and working cooperatively with others in school programs. PS.C.9.7.10 Develop skills to interact positively with others.
GOAL: Students will create a set of ground rules to be applied to all future school, group meetings, or advisory sessions.
Activity Statement:
As a counselor, you will participate in going over the school rules at orientation sessions and will need to set rules for you advisory groups or classroom sessions. This is a time to also explain why there are such rules. It is good to establish ground rules for your group. It is best if group members understand why the rules already set are used and, perhaps, to generate their own standards for how they speak to one another, how they should behave in the meetings, and what they expect from one another and the advisor or even their teachers. In this activity, students will work cooperatively to establish reasonable ground rules for the group.
Why do we have rules? We have rules to protect us, keep order in our communities, homes, and schools, and to organize our governments and society. Without rules, society in turn would fail. It’s important that we have officials to enforce the rules and that we have punishment to serve as consequence for breaking rules.
Materials: Pencils Paper
Whiteboard or chalk and blackboard or overhead projector PowerPoint to add to during session Dry Erase Markers
Procedures:
School Orientation Rules:
1. Tell students that school policies and rules are set and all students are expected to abide by those rules and/or to expect some consequence if they break the rules.
Example: Do not damage school property or any property not belonging to you. This is a simple one for students to understand but not always to follow. Go over the possible consequences of breaking this rule. Ask if their Mother was watching, would they still damage property?
2. Then go over each rule with an explanation as to why the rule exists. Another example: No fighting to or from school or on school property.
This is a good time to explain issues about fighting in terms that high school age people would understand:
If you fight statements:
• What does it tell others (teenagers and adults) about you when you get into fights? Do you want to be known like this?
a. Teens who are frequently involved in fights often don't know how to control their anger and prevent or avoid conflicts. They often believe that fighting is the only acceptable solution. Students who have trouble controlling their anger or who are predisposed toward fighting (agreeing with statements such as, "If I am challenged, I am going to fight," or "Avoiding fights is a sign of weakness") are at least 50 percent more likely to get in fights. b. Physical fighting is a waste of energy and usually causes more problems
than it solves so if you are getting into fights, you are not showing others that you are smart enough to use words instead of fists.
c. If you would fight which is against the rules and laws in most states, then you would steal, tell lies, damage property, and eventually even commit murder.
d. Students who break such rules are “not taught well by their parents” so that reflects on your Mother and Father as not being the best in teaching you right from wrong.
School Group or Classroom Rules:
1. Write a few samples of ground rules on the board or overhead or screen so they can be seen by students.
Examples of Ground Rules:
< One person speaks at a time
< Respect others’ opinion: You can agree to disagree
< Give full attention to a group member and adults when he/she speaks
< No putdowns of yourself or others
< Be on time
< Respect people’s privacy. Say, “I know someone who….” (instead of naming names)
< Do not blame or judge
< There are no stupid questions or statements
< Bring supplies and lesson books and tools to class and sessions 2. Ask students to brainstorm additional rules. Add these to the list.
3. After all have added what they can think of or want to include, ask the group for suggestions as to what the punishment should be to student(s) who break these rules. Give students time to make such comments as appropriate.
4. Then, explain the consequences for breaking rules at school or in classes or meetings based on school policies and that by doing such rule breaking, a student is preventing others from getting the education they are there to get. No one has the right to prevent others from receiving an education.
5. Now, ask the students to take the school policies lists and student handbook and write down rules they have oppositions to and why they feel the rule is not needed nor a right rule. Tell the to provide justification for their oppositions and to bring their written pages to you. You will collect and put all that are given to you in some order based on numbers of oppositions and discuss with school leaders. This is giving them a way to be heard and a feeling that they have a way to give their opinion without repercussions. Everyone needs that at one time or another.
Examples of these rules could be:
Turn off all cell phones and other electronic devices Enter and exit only at appropriate breaks
Do not climb over the seats
Do not put feet on seat in front of you Sit with your class/and your teacher Display appropriate performance protocol Discussion:
< Are there any rules that are not clear?
< Are there any rules that need modified?
< Why is it important that we all follow these rules?
< What might happen if we do not follow these rules?
< Is anyone willing to put these rules on a poster to hang in the room?
< REMEMBER: If anyone does not agree to these rules, put reasons in writing?
Integrative Closing Statement:
Rules are created to keep safety and order and to see that everyone’s rights are respected and have equal voice in future meetings, classes or assemblies. By having rules, we, too, will have safety and order in our school and meetings. And, since you have the opportunity to give input or change to these rules, you will likely be more able to see the value of the rules and be more willing to abide by them than if they were simply pre-written and handed out. By following these rules, we can all have a fun, safe place to learn and grow.
Additional Resources:
Helpful websites: http://www.goodgroupdecisions.com/GroundRules.aspx
http://www.betterworkplacenow.com/qanda6.html
http://www.advocatesforyouth.org/lessonplans/groundrules.htm
Extension Activities: Ask students to observe in their classrooms and determine how having clear expectations contributes to learning.
Ask students to do some research on the web as to rules set up by other schools and write a research results paper for the faculty and staff to review and discuss.
Pass out the Handout on School Rules and have students to write up their comments to the article much like they would do on Facebook or a blog on their computers. Ask them to bring their written comments to you for collecting with all other comments and discussing with school leaders and/or parents.
Evaluation: Use the session/group evaluation for this lesson to be completed by students or develop one of your own. All summaries of evaluations should be a part of your reporting for the Guidance and Counseling Department and a way for you to improve.
SCHOOL RULES HANDOUT
Safety rules for schools establish a framework to guide daily activities of the students and staff. School rules provide an essential safety net for all participants in the educational process. Safety rules won't prevent every injury or safety threat, but they do significantly reduce these occurrences and provide guidance for dealing with these situations. Assess the specific layout and safety hazards at the school to adapt the rules, creating the safest possible environment for students and teachers. Review the school safety rules frequently to ensure they are current and valid.
Classroom
Classroom safety rules establish boundaries for the students. They work to prevent injuries and threats to the safety of the children. Safety rules for the students in the classroom dictate the areas in which they are allowed, guidelines for safely interacting with each other and procedures for reporting safety hazards to the teacher. Classroom safety rules for the teacher include maintenance of potential safety hazards within the room, procedures for handling potentially dangerous
situations and proper supervision techniques. Emergency exit procedures, such as fire routes and tornado plans, round out the classroom safety rules.
Hallways
Hallway safety rules provide children with guidance when moving throughout the school. Hallway safety rules revolve primarily around proper procedures when walking through the hallway. The safety rules let children know how to walk and maintain their bodies and voices in the hallway. Proper hallway behavior prevents falling or injuries resulting from students
running into each other. These rules also allow the teacher to easily provide instruction to the students should an emergency arise, by maintaining order among the students. These would also be similar rules that one would be expected to follow in any public building’s hallways. These would be proper behavior for adults as well in schools and public places.
School Grounds
The school grounds presents more safety hazards than the enclosed rooms inside the school. Incorporate regular safety checks into the grounds safety rules to ensure the equipment remains in good working order. Safety rules for students establish boundaries for playing on the grounds, appropriate ways to play with the equipment and procedures for handling emergency situations or safety threats on the school grounds. School grounds safety rules for teachers include the location of the teachers on grounds for supervision duty and procedures for handling safety threats.
Lunchroom
Lunchroom safety rules maintain a sense of order during at a busy time and location within the school building. The safety rules for the lunchroom address line-up procedures for students eating hot or cold lunch, seating arrangements of the students, behavior guidelines during lunch and supervision duties of the teachers. These rules prevent disruptions during lunchtime that could lead to injuries or safety concerns. Use the layout of the school lunchroom and potential safety concerns to establish specific rules for the area.
Health Issues
Health and first aid situations require safety rules to keep the situation under control. The school nurse serves as the primary representative dealing with student illness and injury. In this role, she aids in establishing the health guidelines, providing suggestions for current health rules and guidelines. Safety rules for health issues should address placement and stocking of first aid kits, attendance policies for sick students, procedures for handling first aid administration and
notification of parents when a contagious disease is identified in the school population. First aid training requirements for staff members also play a role in the safety rules and guidelines for a school. Health rules and guidelines serve to prevent illness from spreading or panic from ensuing during an emergency situation.
OTHER RULES TO FOLLOW: Damaging Property:
Most school officials, parents and police believe that children are taught to “Respect Other People’s Property” either at home, at church or both. The school building, resources and books and furniture do not belong to any ONE individual so the rule would apply. Do you know the laws regarding damaging property in American Samoa? In the United States?
GRADE 9 LESSON 3: MANAGING SCHOOL MEANS MANAGING TIME! Time Required: 30-45 minutes
Content Standards:
A.S.9.1 Students will acquire attitudes, knowledge, and skills that contribute to effective learning in school and across the life-span.
Competencies: The students will…
A.C.9.1.07 Utilize management skills to control anxiety, increase productivity and improve school success.
A.C.9.1.10 Analyze their time-use and make plans for revision as needed. GOAL: Students will learn to manage their own time in order to prepare and organize
themselves for academic success. Activity Statements:
Students will use a time-management schedule.
Students will set goals for themselves to improve their grades.
Students will utilize a calendar and assignment sheet for setting academic goals. Materials:
Handout 1 -- “A Time Management Quiz”
Handout 2 -- “How To Study: Manage Your Time” Handout 3 -- “ Weekly Assignments”
Handout 4 -- “Calendar” Handout 5 -- “Agenda” Procedures and Discussion:
1. Tell the students: “Our purpose today is to help you improve your grades and to help you now and in the future with several time management strategies that will help you plan ahead for assignments and tests.
Some people shudder when they think about using a time management schedule. They think that by using a schedule they will lose their freedom. These people fear they can no longer be spontaneous if they are committed to an inflexible schedule. Schedules can restrict you. But they also can free you by making your time go further. Imagine how much extra time you will have to spend with your friends, watch TV, listen to music, or do other things that you enjoy if you can learn how to use your time efficiently. A schedule helps you to balance your time. It permits you to decide how much time you need to do the things that must be done. Once you organize your time, you will be surprised at how much free time you can have.” ALSO ONE THING TO STRESS, time management is one skill that all employers want in their employees!
2. Write these 6 items on the board:
a. Your dad is out of town so you have to watch your younger brother from 3:30–5:30 pm, when your Mom comes home.
b. Test in Biology tomorrow.
c. You have an evening meeting from 7:00–8:30 pm tonight.
e. Straighten your room before going out this weekend (a requirement from your mother). f. You have a project due in 2 days but you are required by your group to go to the store to
purchase the supplies they will be using in class the next day.
3. Have each student write the order of how these tasks would be accomplished. Have them make a time schedule of how each item will get done and how much time each will take.
After allowing time for this activity, let the students discuss the order they set to accomplish all of these tasks. Also, have them give suggestions as to other means they could use to accomplish these goals.
4. Remind the students here that “In planning your time, you have to ask yourself if this is something I need to do or just want to do. Which activities from the above list are a “want to do” and which are a “have to do?”
In time management there are several strategies you can use to help you meet your goals. One method is to put the “have to do” before the “want to do” in order to accomplish your goals. For example, on your last test you made a D in Biology. Your goal is to make a higher grade. What do you need to do now?” (Possible answers: You need to devote more time to studying and possibly change your study methods. Studying just during the
commercial of a movie or your favorite TV show may not be the best way to improve your grades.
“Secondly, you can group tasks together—e.g., baby-sitting your brother with cleaning your room.”
“Lastly, use outside resources, such as asking one of your buddies to get your project supplies for you.”
“As you can see time management is not always easy. The purpose of a time schedule is to provide you with a framework for using your time efficiently. Once you begin using your time more efficiently, you will find that you are achieving more and enjoying more free time than you did before.”
5. Give students Handouts 1-6. Complete and discuss those that time permits. Assign any incomplete handouts to be used and returned to you as an extension activity.
Additional Resources:
Lindsay, Norene. Dream Catchers: Developing Career and Educational Awareness in Intermediate Grades.
Romanek, Elizabeth. Communication Skills that Work—A Functional Approach for Life and Work, Book Two.
Greene, Lawrence J., and Leigh Jones-Bamman. Getting Smarter: The Study Skills Improvement Program.
Time Management Website http://www.studygs.net/timman.htm
Extension Activities:
Ask students to complete any unfinished handouts from this lesson. Activity:
Resources:
Counselors: Pass out information cards with school and Portfolio website information and encourage students to log in and explore the program on their own throughout the year
Students: If the school has not set usernames and passwords for students, ask students to create a new Portfolio and an account for the electronic one will be later. Evaluation:
Use the session/group evaluation for this lesson to be completed by students or develop one of your own. All summaries of evaluations should be a part of your reporting for the Guidance and Counseling Department and a way for you to improve.
A Time Management Quiz
Your answers are to help you, so answer as honestly as possible!
1. On weekdays, do you do your homework about the same time? Yes No
2. Do you start studying before 8:00 p.m. each night? Yes No
3. Do you study each night during the week? Yes No
4. How many hours do you spend studying during the week? _______________
5. Do you go to bed about the same time each night? Yes No
6. How much sleep do you usually get each night? _______________
7. How much time per week do you spend watching TV and movies
or playing video games or working? _______________
Organizing Your Life
Managing your time well is an important element of success — especially if you’re a student. If you set priorities that fit your needs and lifestyle, you'll have a better chance of achieving your goals.
Here are some tips for taking control of your time and organizing your life. The Golden Rules
Rule #1: Set a regular time period to study each weekday and on the weekend and stick to it. Don’t make it late at night or you’ll be too tired to work well.
Rule #2: Study every night even if you don’t have assigned homework. You can read books or magazines, review and practice subjects where your skills are weak, or study ahead. Rule #3: Get enough sleep. Students your age should sleep 8-10 hours each night.
Rule #4: Cut down on the number of hours you watch TV and movies or play video games. Ten hours a week should be the most time you spend on these.
Rule #5: Make a To-Do List Every Day. Put things that are most important at the top and do them first. And don't forget to reward yourself for your accomplishments.
Rule #6: Use Spare Minutes Wisely. When you’re commuting on the bus or train, use the time to get some reading done.
Rule #7: It's Okay to Say No. If your friend asks you to go to a movie on a Thursday night and you have an exam the next morning, realize that it's okay to say no. Keep your short-and long-term priorities in mind.
Rule #8: Find the Right Time. You'll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don't wait to do it until late at night.
Rule #9. Review Your Notes Every Day. Reviewing helps you reinforce what you've learned, so you need less time to study before a test. You'll also be ready if you get called on in class or have to take a pop quiz.
Rule #10: Communicate Your Schedule to Others. If phone calls or text messages are proving to be a distraction, tell your friends that you are only available at certain times of day and not to expect a response at other times.
Rule #11: Become a Taskmaster. Give yourself a time budget and plan your activities accordingly. Figure out how much free time you have each week before you add any commitments. Rule #12: Don't Waste Time Agonizing. Instead of agonizing and procrastinating, just do it.
Wasting an entire evening worrying about something that you're supposed to be doing is not productive, and can increase your stress.
Rule #13: Determine Your Priorities. You can’t do everything at once. Establish the importance of each item. Then set realistic goals that are attainable.
Resources:
Louisiana Teachers As Educational Advisors and Mentors
http://www.doe.state.la.us/lde/uploads/4879.pdf
The College Board Online
Handout How to Study: Manage Your Time
DAILY SCHEDULE
Date: ______________________________
Assignments Due
Schedule
5 AM
6
7
8
9
10
To Do/Errands
11
12 PM
1
2
3
4
5
Homework
6
7
8
9
10
11
12
Nobody can manage time. But you can manage those things that take up your time.
Time is expensive. As a matter of fact, 80 percent of our day is spent on those things or those people that only bring us two percent of our results.
Handout: Weekly Assignments
Subject Monday Tuesday Wednesday Thursday Friday
1 2 3 4 5 6 7 Tests Long-Term Assignments
Handout Calendar: Month of___________________
Sa tu rd ay Fr id ay T h u rs d ay W e d . T u e sd ay M o n d ay Su n d ayHandout: Agenda
To help you organize your time, schedule your personal activities for one week on the chart below.
Morning
Afternoon
Evening
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Time is a priority. You have enough time for anything in the world, so long as it ranks high enough among your priorities.
Time is measurable. Everybody has the same amount of time...pauper or king. It is not how much time you have; it is how much you use. Lewis Timberlake
GRADE 9 LESSON 4: GOALS MAKE A DIFFERENCE! Time Required: 30-45 minutes
Content Standards: A.S.9.2 Students will complete school with the academic rigor and preparation essential to choose from a wide range of substantial post-secondary options, including college.
Competencies: Students will…
A.C.9.2.02 Establish challenging academic goals in high school.
GOAL:Students will set short- and long-term goals for the freshman year. Activity Statements:
Students will review the guidelines for setting personal and academic goals. Materials:
Handout – “Goals Make a Difference” Pen/pencil
Procedures:
1. Give each student a Goal Setting Handout.
2. Go over the directions of the list for writing good goals and give students a few minutes to set personal and academic goals.
3. Divide students into small groups and have them share goals with each other and select top goals as a group.
4. Question students on a discussion about the importance of setting long/short-term goals. 5. After discussion, as speaker for each group to share with all students the goals selected by
their group.
6. Assign students to identify 2 short-term goals to reach by end of the reporting period (6 weeks) and 1 long-term goal for the semester. These would be the ones they would share with you at advisory time that they reached or did not reach.
Discussion Questions:
1. Why is it important to set goals? 2. Does setting goals help you? How? 3. How does it feel when you achieve a goal? 4. Why do you think other do not set goals? 5. How does one go about meeting their goals?
6. What problems or barriers do you think might arise while trying to meet your goal? 7. What help might you need to reach your goal?
8. Who could help you with reaching this goal?
Closing Statement:
“Failing to plan is planning to fail.” This is a quote that many world leaders have used. Why? Because they know that one must “learn” to set goals. It is not something one can do just because they are human. Goal setting is an essential life skill for the success of students in school and in the world of work. Most of what we plan in life requires help from others in some
form and not always reaching our goals can be upsetting. However, trying and making progress helps! Most things in life won’t just happen: you won’t just fall into a great college and you probably won’t just be randomly offered an awesome job. If you want these things, it will take some preplanning and goal setting. College means getting good grades in high school, taking entrance tests, and filling out applications. Good jobs take good grades, professional resumes, impressive applications, successful job interviews, in addition to a lot of effort and time. Additional Resources:
Time management:
http://www.ehow.com/about_5349657_goal-setting-activities-high-school.html
Extension Activities: Ask students to imagine their lives five years from now. What will they be doing? Where will they be? How do they plan to get there? Suggest to students that they should start thinking early about what they want and how they should make goals to get them to where they want to be. Given this information, have students write a one-page reflection paper on their five-year plan.
Resources:
McGraw-Hill Website for Freshman Year Tools for Students
http://novella.mhhe.com/sites/0079876543/student_view0/freshman_year-999/your_future5/ portfolio_building.html
HANDOUT - GOALS MAKE A DIFFERENCE! Guidelines for writing goals:
1. Select a goal over which you have control. 2. Ask if the goal is too big or too easy.
3. Avoid using vague words, such as: some, more, often, better. Use measurable terms. 4. Be sure the goal is YOURS, and not someone else’s.
5. Turn in to advisor when completed.
Name_________________________________________ Date____________________ Short-Term Goals: 1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ Long-Term Goals: 4. ____________________________________________________________________
How will you measure your progress? Be specific.
1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________
Who or what will verify that you have reached the goals?
1. ____________________________________________________________________ 2. ____________________________________________________________________ 3. ____________________________________________________________________ 4. ____________________________________________________________________ What do you need to do differently to help you to obtain these goals? Use back of page if needed.
GRADE 9 LESSON 5: Your Future! Your Goals! Time Required: 30-45 minutes
Content Standards:
PS.S.9.8 Students will make decisions, set goals, and take necessary action to achieve goals. A.S.9.1 Students will acquire attitudes, knowledge, and skills that contribute to effective learning
in school and across the life-span.
A.S.9.2 Students will complete school with the academic rigor and preparation essential to choose from a wide range of substantial post-secondary options, including college.
Competencies: Students will…
A.C.9.1.03 Review and build upon educational skills necessary to progress toward life-long learning goals.
A.C.9.2.02 Establish challenging academic goals in high school
PS.C.9.8.03 Develop an action plan to set and achieve realistic goals.
GOAL:Students will write or develop a visual, expressing success goals they wish to obtain in high school.
Activity Statements:
Student will set long term goals by developing a written document or visual for following to reach goals they wish to accomplish while in high school. The end results will show or describe what these goals will mean to them after graduation.
Materials:
1. Pencil/Paper
2. Handout 1 “Core Subjects and Necessary Skills”
3. Handout 2 “Directions for Setting Graduation Goals” Procedures:
Using Handout 1, assign students to form groups for discussing the information on the Handout and why they believe these skills are necessary or not necessary. Remind them to be prepared to explain to the rest of the group why they as a group agreed on what is being presented.
Using Handout 2, assign students to follow the directions on Handout 2 to set future goals.
Handout 1: “Core Subjects and Necessary Skills”
Discussion:
G Why do employers and leaders believe that all students should have such skills?
G What are the most important skills and knowledge you should obtain while in high school? G What is something that you plan to change to help you obtain these skills while in high
G Who would be your mentor or advisor on obtaining such skills and reaching your future goals?
Additional Resources: Extension Activities:
Upon completion of the assignment related to Handout 2, have student complete information in their portfolio folder for review by your counselor.
Have students complete Long Term Goals for their Portfolio
Handout 1: Core Subjects and Necessary Skills
Mastery of core subjects and the necessary skills for future success in all employment areas have been determined through federal collective organizing of employer needs and demands. These are sometimes call 21st century skills. Legislation such as No Child Left Behind has emphasized the need for all students to obtain such skills.
Core subjects include:
English, reading or language arts World languages Arts Mathematics Economics Science Geography History
Government and Civics
In addition to these subjects, we believe schools must move beyond a focus on basic competency in core subjects to promoting understanding of academic content at much higher levels by weaving other skills into core subjects:
Global Awareness
Using skills to understand and address global issues
Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts
Understanding other nations and cultures, including the use of non-English languages
Financial, Economic, Business and Entrepreneurial Literacy Knowing how to make appropriate personal economic choices Understanding the role of the economy in society
Using entrepreneurial skills to enhance workplace productivity and career options
Civic Literacy
Participating effectively in civic life through knowing how to stay informed and understanding governmental processes
Exercising the rights and obligations of citizenship at local, state, national and global levels Understanding the local and global implications of civic decisions
Health Literacy
Obtaining, interpreting and understanding basic health information and services and using such information and services in ways that are health enhancing
Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction
Using available information to make appropriate health-related decisions Establishing and monitoring personal and family health goals
Environmental Literacy
Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems
Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population growth, population development, etc.)
Investigate and analyze environmental issues, and make accurate conclusions about effective solutions
Take individual and collective action towards addressing environmental challenges (designing solutions that inspire action on environmental issues)
Learning and Thinking Skills.
Students need to learn academic content, they also need to know how to keep learning—make effective and innovative use of what they know–throughout their lives. Learning and thinking skills are:
Critical-Thinking and problem-solving skills Communication skills
Creativity and innovation skills
Contextual learning skills (relating subject matter content to real world situations) Information and media literacy skills
ICT Literacy
Information and communications technology (ICT) literacy is the ability to use technology to develop knowledge and skills.
Life Skills leadership ethics accountability personal productivity personal responsibility people skills self-direction social responsibility
